Anonymous wrote:

Anonymous wrote:I’m so tired of the lip service paid to “SEL” by DCPS and our elementary. It’s a buzzword and huge timewaster. It makes teachers and admins believe there is some kind of magic didactic lesson they can give to achieve “empathy” or whatever; but then they completely fail to invest in actual evidence-based practices to help kids with behavioral issues, bullying, or social skills problems. And of course, the utter irony of touting “SEL” while refusing to actually let kids come to school ...

SEL was the response to parents like you who probably threw in "mental health" on their banshee list of complaints.

Anonymous wrote:I’m so tired of the lip service paid to “SEL” by DCPS and our elementary. It’s a buzzword and huge timewaster. It makes teachers and admins believe there is some kind of magic didactic lesson they can give to achieve “empathy” or whatever; but then they completely fail to invest in actual evidence-based practices to help kids with behavioral issues, bullying, or social skills problems. And of course, the utter irony of touting “SEL” while refusing to actually let kids come to school ...

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it's ok if it's done well, adapts and the curriculum innovates. For my kids, it was extremely redundant and boring. I'm not sure either of them are approaching life and decision-making differently after years of it. A year of COVID and learning about resiliency and disappoint has probably done more for them.

As a teacher, I am ok with some integration into the classroom but I absolutely hate it being forced onto me professionally and the expectation that I practice SEL with my colleagues. I am a super introvert and I don't want to feel vulnerable, talk to my colleagues about my SEL needs and I don't want to feel pressured into participating in all the extra activities.

+1

I think making us do any time of SEL as adults is really inappropriate. I don’t want to spend meetings or PD time learning how I can manage stress and discussing my personal life and challenges with colleagues. I find it wholly unprofessional and something I should be expected to do.

I also find that if more adults got therapy we wouldn't have so many problems at work so sadly work is forced to do it.

Anonymous wrote:

Anonymous wrote:I think it's ok if it's done well, adapts and the curriculum innovates. For my kids, it was extremely redundant and boring. I'm not sure either of them are approaching life and decision-making differently after years of it. A year of COVID and learning about resiliency and disappoint has probably done more for them.

As a teacher, I am ok with some integration into the classroom but I absolutely hate it being forced onto me professionally and the expectation that I practice SEL with my colleagues. I am a super introvert and I don't want to feel vulnerable, talk to my colleagues about my SEL needs and I don't want to feel pressured into participating in all the extra activities.

+1

I think making us do any time of SEL as adults is really inappropriate. I don’t want to spend meetings or PD time learning how I can manage stress and discussing my personal life and challenges with colleagues. I find it wholly unprofessional and something I should be expected to do.

Anonymous wrote:I think it's ok if it's done well, adapts and the curriculum innovates. For my kids, it was extremely redundant and boring. I'm not sure either of them are approaching life and decision-making differently after years of it. A year of COVID and learning about resiliency and disappoint has probably done more for them.

As a teacher, I am ok with some integration into the classroom but I absolutely hate it being forced onto me professionally and the expectation that I practice SEL with my colleagues. I am a super introvert and I don't want to feel vulnerable, talk to my colleagues about my SEL needs and I don't want to feel pressured into participating in all the extra activities.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:No. But I am sick of morons blathering all over DCUM about how they are the real education experts.

+1

but it’s not education - it’s pseudoscience at worse, poorly and partially delivered at best. if my kid needs therapy he’ll get it from a professional. and as a mom of a kid who has actual social issues at school, I can also assure you that they use “SEL” as window dressing, while failing to do the hard work of actually helping the kids who need it.

spoken like a true karen who doesn't get she's part of a system where not all kids have access to private therapy and the only thing they get is in school (aren't you screaming for IPL)

and its pseudoscience? really? eye roll at anyone who thinks teaching kids to breathe to calm down is pseudoscience.

my child benefits from it greatly. and i can see how in DL he's not getting it. i need to step it up and do it with him but work, chores, reg stress and i forget

oh ffs. if the children are traumatized and need therapy then they need therapy, provided through the school as part of an IEP or 504. Lessons on “take a deep breath” delivered by a BA are not going to help.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:No. But I am sick of morons blathering all over DCUM about how they are the real education experts.

+1

but it’s not education - it’s pseudoscience at worse, poorly and partially delivered at best. if my kid needs therapy he’ll get it from a professional. and as a mom of a kid who has actual social issues at school, I can also assure you that they use “SEL” as window dressing, while failing to do the hard work of actually helping the kids who need it.

spoken like a true karen who doesn't get she's part of a system where not all kids have access to private therapy and the only thing they get is in school (aren't you screaming for IPL)

and its pseudoscience? really? eye roll at anyone who thinks teaching kids to breathe to calm down is pseudoscience.

my child benefits from it greatly. and i can see how in DL he's not getting it. i need to step it up and do it with him but work, chores, reg stress and i forget

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:No. But I am sick of morons blathering all over DCUM about how they are the real education experts.

+1

but it’s not education - it’s pseudoscience at worse, poorly and partially delivered at best. if my kid needs therapy he’ll get it from a professional. and as a mom of a kid who has actual social issues at school, I can also assure you that they use “SEL” as window dressing, while failing to do the hard work of actually helping the kids who need it.

Anonymous wrote:

Anonymous wrote:Uh you realize not every school does the same thing right? So just because your school sucks doesn’t mean they all do. And obviously we do need SEL, with all these shootings and our crime rate being so high.

You might not think it’s important at your little privileged school but it is. It’s important for all children to learn not to be adults with no sense of reality and emotional regulation skills.

NP. I think SEL is super important, but I’d really like to hear about its use with the most unregulated kids, such as those in DCPS’ emotional disabilities self contained classes. The only folks I hear raving about SEL are super parents of kids who seemed to learn these skills at home.

Anonymous wrote:If I wanted my child indoctrinated with specific ideology I would go to private.

The public school job is to teach you how to think, not what to think.

Anonymous wrote:

Anonymous wrote:No. But I am sick of morons blathering all over DCUM about how they are the real education experts.

+1